布鲁姆分类法在设备复合型人才培训中的实践研究
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摘要
复合型人才培养往往采用跨学科、跨思维的实践模式,培训方往往无法充分了解学员对理论和实践的掌握情况,因而无法明确评估学员受训后学用转化的程度。本文引入了布鲁姆教育分类法(认知领域),通过分析具体案例,寻找复合型人才培训中合适的实践方法,量化评估学员从"所学—所用—所得"这一连续过程中的两次转化率,检验复合能力融合、转化并应用的结果,进而解决复合型人才培养的难点问题,促使培训取得良好的效果。
Integrated talent training is often cross-disciplinary and cross-thinking; therefore, trainers are often unable to fully understand and define the degree of students' mastery of theory and practice, thus failing to clearly assess their learning transformation after training. This paper introduces Bloom's classification of education(cognitive field), and through the analysis of specific cases, the paper seeks suitable practical methods in the training of integrated talents, quantifies and evaluates the two conversion rates of students in the continuous process of"learning-application-outcome", examines the results of integration, transformation and application of integrated abilities, and then solves the difficult problems in the training of integrated talents. The application of Bloom's Taxonomy helps to promote the training of "learning-using-gaining" in each link of the continuous process, so that optimum training results are achieved.
Integrated talent training is often cross-disciplinary and cross-thinking; therefore, trainers are often unable to fully understand and define the degree of students' mastery of theory and practice, thus failing to clearly assess their learning transformation after training. This paper introduces Bloom's classification of education(cognitive field), and through the analysis of specific cases, the paper seeks suitable practical methods in the training of integrated talents, quantifies and evaluates the two conversion rates of students in the continuous process of"learning-application-outcome", examines the results of integration, transformation and application of integrated abilities, and then solves the difficult problems in the training of integrated talents. The application of Bloom's Taxonomy helps to promote the training of "learning-using-gaining" in each link of the continuous process, so that optimum training results are achieved.
引文
[1]伊莱恩·碧柯. ATD学习发展指南(第二版)[M].北京:电子工业出版社, 2016.
[2]李芳.布鲁姆分类学与美国大学TBL应用——基于美国德克萨斯大学TBL经验[J].比较教育研究, 2014(5):59-64.
[3]张传萍.翻转课堂的内容分布模式:基于布鲁姆教学目标分类[J].教学与管理, 2015(24):79-82.
[2]李芳.布鲁姆分类学与美国大学TBL应用——基于美国德克萨斯大学TBL经验[J].比较教育研究, 2014(5):59-64.
[3]张传萍.翻转课堂的内容分布模式:基于布鲁姆教学目标分类[J].教学与管理, 2015(24):79-82.